Personalized Learning Plan

Planning Step

Concept: Interpret a multiplication equation as a comparison such as interpret 35=5 x 7 as a statement that is 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Essential Questions: How can patterns and properties be used to find some multiplication facts? How can unknown multiplication facts be found by breaking them into known facts? How can unknown facts be found by thinking about a related multiplication fact?

Content Objectives: Use a multiplication sign to represent the relationship between two numbers as a multiplicative comparison. Identify a multiplication equation as showing two ways to describe a product as a comparison between two factors. Write an equation to represent a multiplicative comparison described in a word problem. Write a word problem using a multiplicative comparison to describe a given multiplication equation.

Declarative Knowledge Learning Goals: The students will know how to write a number sentence to match a multiplicative comparison. The students will know how to use a multiplication equation to describe a product as a comparison between two factors.

Procedural Knowledge Learning Goals: The students will explain how multiplication can compare quantities. The students will write equations to show multiplicative comparisons.

Assessment of Student Learning: Students have previously learned to think of multiplication as “groups of,” but not as comparisons. Describing something as “times as many” requires a unique conceptual understanding. Students may incorrectly think of the comparison in terms of the difference between the values rather than regarding the relationship as a multiplicative comparison. Using bar models is an excellent way to help students visualize these relationships between numbers. With the assessment, students are given a context for a multiplicative comparison and asked to explain the comparison.

Diverse Learner Characteristics: · Visual · Auditory · Kinesthetic/Tactile

What is significant to consider while introducing a digital tool to enhance learning is the tool's rightfulness to collaborate, engage, and increase opportunities for the students to think. It is vital to know the student's needs and match the digital tools to the needs and areas of learning objectives. The right tool for individual student improves access to the curriculum, encourages independence and inclusivity in the environment of learning (Picton, 2019). Among the tools that I plan to use to provide support to learners for this lesson is I Ready tutorials. These tutorials deliver personalized instruction with lessons that motivate students on their paths to proficiency and growth. The lessons also provide scaffolded support that meets the needs of students. With the correct digital technology, the learning opportunities provided in the learning spaces can help students demonstrate their learning and have a voice at their own ability level and capacity.

Picton, I. (2019). Teachers' Use of Technology to Support Literacy in 2018. A National Literacy Trust Research Report. National Literacy Trust.

Selected response items require students to select an answer from ones given. These items assess whether a student can recognize, rather than recall, certain information. They are generally used when you are trying to evaluate knowledge of a broad range of subject matter. The type of selected responses I used for this assessment is multiple choice and multiple select. These items can cover a wide range of I also used constructed response assessment items which require students to produce answers rather than select them. Students with diverse needs will have differentiated opportunities to achieve learning targets, benchmarks, and standards at rates and in manners consistent with their needs. Accommodations and modifications will be implemented to ensure that all students have the opportunity to meet established learning goals and to gain full access to the curriculum (MDE, 2019).

Mississippi Department of Education. (2019). 2019 Access for all guide. Retrieved from https://www.mdek12.org/sites/default/files/documents/OAE/OAE/2019-access-for-all-guide.pdf